Wayland High School Wayland, Massachusetts
Program of Studies 2020-2021
1 MESSAGE FROM THE PRINCIPAL
Dear students and parents,
Choosing secondary school courses is a major decision for all students, one best achieved as a collaborative effort among students, parents/guardians, counselors, and teachers. In this publication you will find important information about graduation requirements, guidance services, and specific course descriptions. If you do not find the information you need, please consult with a counselor. Please pay attention to the following notes concerning the 2020-2021 edition of the Program of Studies:
Some of the courses listed in this Program of Studies may not run next year. This happens for two reasons: First, because we compile this document prior to the finalization of the school budget, our staffing sometimes changes. Second, some courses are cancelled or combined because there is not enough student interest. However, in all instances students will be able to take the courses that are required for graduation.
We cannot always schedule students into every course they want. The master schedule is developed to maximize each student's opportunity to take at least one course (at the appropriate level) in English, social studies, mathematics, science, classics/modern language and fine arts/business. However, when students try to take courses out of the typical sequence or are trying to take six majors (such as doubling up in foreign language, science, etc.), we sometimes cannot accommodate their wishes.
Seek academic balance. When it comes to requesting courses, we urge parents and students to carefully consider the student’s overall life balance and what will realistically—not theoretically—fit in his or her schedule. Students should talk with teachers and their guidance counselors to get an accurate sense of the rigor and demand of each course, and should keep in mind their extracurricular activities when selecting courses. When it comes to choosing among our many wonderful electives, please be thoughtful and selective in these requests rather than seeking an overabundance of courses; this only makes building the master schedule more difficult.
Course registration happens through eSchool Home Access Center (HAC) over the course of ten days beginning in the middle of March. In addition to giving parents access to their students’ grades, discipline, and attendance data, HAC also allows parents to participate in the course registration process. To sign up for an HAC account, please see the WHS homepage.
I hope you will make the most of your high school years by taking advantage of the great courses offered in this Program of Studies.
Sincerely,
2 CONTENTS
Message from the Principal 2 Wayland High School Mission and Expectations Statement 4 General Information 5 Guidance Services 5 Special Education and the Learning Resource Team 7 Academic Center 7 Library/Media Services 8 Health Services 8 Physical Exams 8 Required and Recommended Graduation Requirements 9 Graduation Requirements 9 Course Requirements for College Admission 9 Promotion Requirements 10 Recommended Minimum Program by Grade 10 Community Service Requirement 11 Course Selection Process 12 Course Levels 12 Criteria for enrollment in honors and AP courses 13 Override Procedure 13 Guidelines for Course Changes 14 Grade Point Average: GPA 15 Honor Roll 16 Course Descriptions 17 Science 17 Social Studies 23 English 30 World Languages and Classical Studies 39 Mathematics 57 Fine Arts 63 Health and Physical Education 71 Media 72 Career Development and Independent Study 73 Business 76 Computer Science 77 Chapter 622 of the General Laws 80 Summary of Course Listings 81
3 Wayland High School Mission and Expectations Statement
Personal and civic responsibility, love of learning, and empathy for others: these are qualities that Wayland High School seeks to instill in its students. At its core, our mission is to provide a rigorous and stimulating academic environment that promotes the acquisition of knowledge and skills. Yet we deem it equally important to nurture self- confident, collaborative, and conscientious individuals. We strive to create a climate where risk- taking is safeguarded, open expression is encouraged, and free association is protected. Our goal is to advance our students’ growth into principled, informed, and capable citizens who will help guide a democracy that follows humanitarian principles in the global forum, and shape a just society where individuals may reach their full potential.
EXPECTATIONS FOR STUDENT LEARNING
Academic Expectations
Wayland High School students will: Read actively and critically Communicate effectively in both written and oral forms Understand and interpret the cultural and historical contexts of the world Use scientific and mathematical approaches to interpret information and solve problems Seek and use information effectively, creatively and ethically to construct knowledge
Social Expectations
Wayland High School students will: Treat teachers, staff, other students, and themselves with respect Exhibit honesty and integrity in all aspects of school life (curricular, extracurricular, and social) Take responsibility for themselves within Wayland High School and the greater community Demonstrate empathy with people of different abilities, backgrounds, and cultures and appreciate the commonality and inter-dependence of all communities Show an ability to work collaboratively Appreciate the importance of a sound mind and body
Civic Expectations
Wayland High School students will: Serve their community and society actively through volunteerism Develop an awareness of local, national, and global issues Know their rights and responsibilities
4 Value and respect the environment Engage in the democratic process in school and in society
GENERAL INFORMATION
Wayland High School is organized on a single session day that begins at 8:35 a.m. and ends at 3:10 p.m. (2:25 on Wednesday). We operate on an eight-day, eight-period cycle with six of the eight periods meeting each day (we call these “blocks”).
There is an extensive co-curricular and extracurricular program, which includes a variety of clubs, fine arts groups, service organizations and athletic teams. Students are encouraged to become involved in these activities to enhance and to enrich their educational experience at Wayland High School.
Homework and Extra Help Students should expect homework in addition to the work they do in classroom time. Our rotating block schedule generally affords students time during the school day to begin homework and to obtain tutoring assistance from teachers. Help sessions may also be scheduled before or after school with teachers or in the Academic Center (see below).
Report cards are processed four times annually and are released to eSchoolPlus Home Access Center for student and parent review. They are no longer mailed home, but they may be printed at home.
Academic warnings are mailed or emailed at the middle of each term to students who are experiencing academic difficulty. Reports may be sent at other times if a teacher decides that one is warranted. Parents/guardians should contact the teacher directly with specific questions or to request a meeting. Parents may also call the student's guidance counselor with more general questions.
Guidance Services
The guidance services at Wayland High School are designed to meet the educational, social, and emotional needs of students at each grade level. Upon entering the ninth grade, students are assigned a guidance counselor who works with them throughout the four years at Wayland High School. Our programs are designed to address the common concerns around academic planning and course selection, orientation and transition to the high school, standardized testing, academic, and personal adjustment issues, and the future planning process. At the same time, the guidance program provides an individualized focus for every student. Guidance counselors receive copies of all progress reports, and report cards. They are in contact with teachers, special needs staff, administrators, and parents and are, therefore, in a position to have a comprehensive understanding of each student in their caseload. The guidance counselors are not merely academic advisors; they are trained counseling professionals with experience in assisting students as they face and explore concerns that are important to their lives.
5 The guidance counselors are available for meetings at the request of a student, parent, or teacher and are involved in helping to resolve academic and personal issues with their students.
The formal guidance program begins in the spring before students enter the high school, when guidance counselors meet at the middle school with 8th graders in their math classes. The administration also conducts an evening information session for parents of incoming ninth grade students. Step Over Day in June, and Connections Day in August, are also programs to help with the 8th to 9th grade transition. Planned guidance activities continue each year as follows:
Grade 9 ● Ninth grade seminar program ● Progress report, report card reviews, course selection support ● Individual parent/student conferences as needed ● Individual meetings as needed throughout the year
Grade 10 ● Sophomore seminar program ● Progress report and report card reviews ● Course selection guidance and support ● Individual parent/student conferences as needed ● Individual meetings as needed throughout the year ● Future planning programs for parents along with parents of juniors
Grade 11 ● Junior seminar program Career Colloquium ● Progress report and report card reviews\ ● Course selection support ● Review of PSAT results and program planning for grade 12 ● Individual parent/student conferences as needed ● Individual follow-up sessions on future planning ● Future planning programs for parents ● Individual meetings as needed throughout the year
Grade 12 ● Senior seminar program ● Future planning workshops for parents ● Individual parent/student conferences as needed ● Individual meetings with seniors and parents regarding future planning and transition issues ● Individual meetings as needed throughout the year
The School Adjustment Counselor has a small caseload and teams with the other counselors to provide additional support to all students regarding their social, emotional and behavioral well- being.
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The Transitions/RTI (Response to Intervention) Counselor supports students who have missed extended periods of school due to medical circumstances, as well as those who struggle with academic, emotional or social issues that interfere with their goals.
A Parent’s Guide to Guidance Services
This parent guide to guidance services is available online for all families. Please consult this handbook for a more complete discussion of the guidance services available at Wayland High School. In addition, a Wayland calendar and current information are emailed to each family during the summer.
Special Education and the Learning Resource Team
The LRT is available to those students who have educational plans under IDEA regulations. The Learning Resource
Team (LRT and ALRT), part of the system-wide special education department, is dedicated to the overall education of students with special needs, and their inclusion into the high school. The primary goals of the team are to strengthen students’ academic skills, to encourage positive, active participation in their education, and to build their self- respect and respect for others. The ultimate goal is to empower students so that they need diminishing support as they progress through high school. Resource room instruction is individualized and based on the needs of the student‘s Individualized Educational Plan. Areas covered may include study and organizational skills, preparation for tests, reading comprehension, math, the writing process, and affective support. Students are awarded credit on a pass/fail basis. As consulting teachers, the team works with regular education teachers, both in and out of the classroom, to improve student performance, develop appropriate instructional strategies, and coordinate the delivery of services to students with special needs.
Academic Center
The Academic Center is available for all students who need tutorial assistance in any of their academic subjects. It is also a place for students to study, get help with organization and study skills, and work on projects and other assignments. Students may have a regularly scheduled appointment or come in on a drop in basis for help. Students are welcome to use the Academic Center to study during their free blocks and after school. The Academic Center staff consists of the Coordinator, National Honor Society members, and volunteers from the community. Students in need of support are paired with a peer tutor usually once or twice in the eight-day rotation of classes. Teachers, guidance counselors, or parents can refer students for tutoring. Students can also refer themselves for tutoring. Forms are located in the Academic Center for students to fill out, whether they need a tutor or they would like to volunteer to tutor other students. Students who volunteer to tutor receive community service hours. The Academic Center has classroom texts and school supplies available for students to use while working there or in the Media Center. Special programs are offered during the school year and are posted on the Academic Center website. All freshmen are introduced to the Academic Center
7 during their freshman seminar at the start of the school year.
Library Media Services
The Library Media Center (LMC) provides services for students, faculty, and staff. Students and teachers use LMC services extensively for both academic and personal interests. Students use the LMC to study, finish homework, read for personal enjoyment, and complete projects. The LMC offers students individual support day in and day out. Library and research assistance is provided by the Library Teacher; computer support is available through the Tech Department and student run Genius Bar.
The LMC collections include 11,000 fiction, non-fiction and reference books in print; 12 Nook Color and 7 Nook Simple Touch e-readers; over 20 print magazines and journals for research and pleasure reading; extensive electronic resources including scholarly databases and online encyclopedias; Ipods, audio recorders and digital cameras. Destiny, our online public access catalog, is used to search for books and digital resources in the Library. The Center also provides access to laminating machines, printers, a copier, and a scanner. Spaces include a quiet study room and a work collaboration area for team projects.
Health Services
School health services are provided to protect and improve your health, thus enabling you to gain the greatest benefit from your school experience. Services include first aid for accident and illness; Body Mass Index (BMI), and vision and hearing screening for 10th grade students; postural screening for 9th graders; counseling; promotion of regular health supervision by family physician; adjustment of academic program when required by illness or handicap; and provision of a safe school environment.
The health room is located in the North building adjacent to the guidance suite and is open during school hours. The school nurse will be in the health room throughout the school day and will administer any necessary first aid for accident and/or illness. It is the parent's responsibility to provide transportation when a student is dismissed from school.
Students coming to the health room must obtain a pass from their teacher unless they are coming during unscheduled time or if their visit is an emergency. Medication administration (both over the counter and prescribed) requires the appropriate forms signed by parent and/or physician. These forms are available on the Wayland Public School Website.
Physical Exams
The Massachusetts Department of Public Health requires a physical examination upon entering a school system and every three years thereafter (10th grade physical is mandated dated a maximum of one year prior to entering 10th grade). In addition, based on Massachusetts Interscholastic Athletic Association rules, physical examinations are required every 13 months, for all grade levels, before participating in competitive sports.
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REQUIRED AND RECOMMENDED GRADUATION REQUIREMENTS
Most students at WHS take five major courses, an elective, and physical education each year; some students take more and, in unusual educational plans, the school administration may approve an alternative plan. Students must carry 21 credits in order to be considered full-time.
The course descriptions that begin on page 17 give information about the educational programs at Wayland High School and the courses offered. Information concerning the number of meetings per cycle, credit, duration of the course, level and usual grade is included in the course list beginning on page 63. If you need further information or assistance, contact the appropriate academic department or the guidance department.
Graduation Requirements
A minimum of 76 credits is required for graduation as follows, however, that may change depending on budget issues.
English 16 Credits A four-year sequence in English
Social Studies 12 Credits Three years of social studies, including one year of Old/New World History (USI Sophomores) and United States History (USII Juniors)
Mathematics 8 Credits Two years of Mathematics Science 8 Credits Two years of Science World Language 8 credits Two years of World Language or Classics and Classics Wellness 7 Credits Wellness each year the student is in attendance Fine Arts 4 Credits One year long or two semester courses Additional Courses 22 Credits
Wellness is required of every student. If a student has a doctor's note limiting his/her participation in Wellness classes, he/she is required to participate in core components of the program, i.e.: programs offered in health education, wellness offerings, etc. A student with a doctor's note (medically restricted) will be monitored by the assistant principal, school nurse, and a physical education staff member.
Course Requirements for College Admission
Although recommended and required courses for individual colleges vary, the following admissions standards for the Massachusetts four-year college system are a good general guideline.
English 16 4 Years
9 Credits
Social Studies 12 3 years (including one course of U.S. History and one year of World History) Credits *Mathematics 12 4 years (Algebra I & II and Geometry or Trigonometry or comparable coursework) Credits Science 12 3 years (all must include laboratory work) Credits World Language 8 2 years (in a single language in high school) and Classics Credits Electives 8 2 courses (from the above subjects, from the fine arts, humanities or computer Credits sciences)
Source: The Massachusetts State Admissions Standards.
*Required Math courses cannot be business or financial math courses.
Promotion Requirements
All courses are assigned credit values based on the number of class meetings each cycle. Students will be advanced to the next grade level according to the following credit schedule:
Grade 10 14 credits Grade 11 32 credits Grade 12 54 credit
In order to be considered in assigning a student's grade level, credits must be recorded in the guidance office by September 1.
Recommended Minimum Program by Grade
Students are required to elect courses totaling a minimum of 21 credits for each year that they are in attendance at Wayland High School.
GRADE 9 English 4 credits Social Studies 4 credits Science 4 credits Mathematics 4 credits Wellness 2 credits Additional Courses 4 credits
GRADE 10 English 4 credits Social Studies 4 credits Science 4 credits
10 Mathematics 4 credits Wellness 2 credits Fine Arts 2 credits Additional Courses 4 credits
GRADE 11 English 4 credits Social Studies 4 credits Science 4 credits Wellness 1 credit Fine Arts 2 credits Additional Courses 6 credits
GRADE 12 English 4 credits Math 4 credits Wellness 1 credit Additional Courses 12 credits
Community Service Requirement
Wayland High School has a long-standing commitment of encouraging community service as a powerful learning experience for our students. We realize that the vast majority of our students are already involved in numerous activities that are valuable services to both the town and the school communities. Requiring 30 hours of community service as a condition for senior privileges is the recognition that for every privilege there is a responsibility. While we realize the limitations of only doing 30 hours of service, it is our expectation and hope that performing this service will be the start of a life- long habit.
When applying for open campus permission, each student must submit a school community service form to guidance testifying that they have completed a minimum of 30 hours of community service signed by the supervisor of the project and the student's parents. A list of approved areas may be obtained from the guidance office. Students may begin to accumulate hours in the summer before they begin at WHS as 9th graders.
If a student performs community service that is not on the approved list they must receive approval from the principal or assistant principal prior to completing their 30 hours. Please remember that the approved list is only a partial listing of possible ideas. We encourage students to use their interest, imagination and talents towards developing the ideal community service that meets their individual needs.
11 COURSE SELECTION PROCESS
Since the scheduling process operates on a strict timetable, it is very important that you meet the deadlines provided by guidance and administration for submitting your course requests. Dates will be communicated each year to students and parents by the administration and guidance departments.
In late February and March teachers confer with students and enter recommendations into eSchool Home Access Center. Starting in March, students and parents review teacher recommendations though eSchool Home Access Center and make additional requests for electives. In early May there is a deadline to submit an override appeal with evidence, and in late May those appeals are resolved and students are placed on to waitlists.
To familiarize yourself with the courses that might be appropriate for you, first read the Course Level explanation on page 13 and the graduation requirements at the beginning of this document; then read the more specific course descriptions listed within each departmental section starting on page 17.
For any course that represents continued study within a department, the current teacher will confer with the student and make a recommendation directly into eSchool.
Starting in mid-March, parents will be able to see teacher recommendations via their eSchool Home Access Center accounts. Students and parents/guardians should speak directly to the teacher if there is any question about a course or level placement.
If there is still disagreement about course placement after conferring with the teacher, the student may initiate the override procedure assuming that he/she meets the eligibility criteria (see page 12). Only students who have earned a C+ in honors courses or B+ in college preparatory courses in the outset of the course selection process are eligible for the placement appeals process. An override request must be submitted to the department head no later than the first school day of May.
It is our intention to complete the scheduling process by June so that schedule conflicts can be resolved and class sizes can be balanced before the end of the school year. Opportunities for schedule changes during the summer vacation and fall are very limited.
Course Levels Most courses are divided into levels that differ in depth and complexity of content and pace of learning. Students are assigned to appropriate levels in each subject and may move from one level to another when recommended. Level assignments are determined by the classroom teacher based on student performance and the demonstrated level of student educational development (i.e., concrete versus abstract learning style).
Honors and advanced placement level courses are appropriate for students who demonstrate high achievement and display strong motivation in their classes. These classes require students to be self- directed and have the highest reading, writing, mathematical, organizational, and participation skills.
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College level courses are appropriate for those students who want rigorous college preparatory content with more structured tasks than they may find in an honors class. These classes require relatively strong reading, writing, mathematical, and organizational skills.
Introductory and principles level courses are provided for those students who want access to college preparatory content but also require more structured tasks and specific instruction in study skills.
Foundation level courses are designed for students whose learning needs require substantial modifications to the regular course content and assessments. These courses are typically offered concurrently with Introductory or College level classes (i.e., in the same classroom, at the same time). Students in foundation courses are enrolled in these leveled regular education classes and are fully included in all aspects of the learning experience except as required by their individual learning needs. These courses require permission of an administrator.
Criteria for enrollment in honors and AP courses
Enrollment in honors and AP courses is generally determined by the following: Recommendation by the teacher (assessments of content--primarily formal written work, tests, and quizzes will be used as the most important criteria for teacher recommendations to each leveled course).
Attainment of a B- grade or better in an honors or AP course in the same subject. Attainment of an A- or better in a College-level class in the same subject.
There are more additional prerequisites for AP English, AP Calculus, AP Chemistry, AP Physics, and AP United States History.
Override Procedure
Sometimes parents/guardians/students choose to reject placement recommendations and request placement in a more demanding level. There are risks in doing so. Specifically: